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at its head, seemed likely to be provided by Parliament. But
the rapid approach of civil war put an end to all these fine plans,
and it was not till the Restoration that they received ayery different
fulfilment in the creation of the Royal Society (1682). Though
urged by Hartlib to remain in England, Cornenius^saw that there
was no hope of doing anything further there, and early in the
following year he took his departure and entered into the service
of Sweden.

The task with which he was now commissioned was the pre-
paration of a series of textbooks for the Swedish schools. By
this time he was rather tired of writing textbooks and would
rather have worked at his pansophic studies. But he saw in
Swedish benevolence a chance for the return of his people to
their own land, and in spite of many distractions he stuck to the
uncongenial work for six weary years. In 1648, the year of the
Treaty of Westphalia, he returned to Poland to be senior bishop
of the Moravian Church. But peace had brought no relief to the
Brethren, and it was only with the greatest difficulty that he was
able to prevent their complete dispersion. In the interests of the
Church, he was released temporarily from his episcopal duties in
1650, and went to establish a school at Saros Patok in Hungary
on the invitation of Count Rakoczy. He immediately made a
masterly Sketch of a Pansophic School with seven graded classes,
as an indication of the line he proposed to follow. But in actual
fact the school, when established, had only three classes, and the
teachers proved unwilling to work to his scheme. Yet the four
years he spent in Saros Patok were not altogether fruitless ; for
among the textbooks he prepared for the school was one which
achieved even greater fame than the Janua. This was the Orbis
Pictus (or, to give it its fuller title, Orbis Sensualium Pictu$)fTtEF
World in Pictures, " a word-list of all the fundamental things in
the universe and all the fundamental activities of life represented
to the eye." The Orbis Pictus was practically a simplified Janua
with the added attraction of illustrations, and was intended for
children too young for thtjanua or even for the easier Vestibulum
he had written as an introduction to the Janua. It was the first
and for a long time the only school book with pictures, and,
down to the Nineteenth Century, countless children in all lands
made their earliest acquaintance with learning through its quaint